Sapiens... Qui nesciat. Social learning and the mediatized homo sapiens 45 cesses, in the contextual conditions of the emerging problems. It is necessary to detail the three dimensions involved in this approach T . he original human gesture of learning is that of invention through experimentation, through equally tentative selections, through insight and debates, even in the absence of information. In any situation, the invention is a structuring of learning. The child who learns to speak does not just repeat sounds related to the established meaning. Instead, he makes a relational discovery that is already an abduction. The relational discovery is part of an inventive experimental process, testing the verbal expression until its use is adjusted to the different circumstances in which it can be used, with greater or lesser precision – following the child’s own program (VY- GOTSKY, 1994). Here we find the dimension between learning from ready processes, stabilized, and learning-invention, or creative learning, where the confrontation of problems and the search for solutions generates new knowledge learned in the very pro- cess of its generation. Another dimension of variations is the distinction be- tween personal acts and social logics. There is no watertight separation between individual learning – learning to speak, ride a bicycle, read, write, play an instrument, and become compe- tent in a profession – and social learning – the process by which human groups, in social experience, community or comprehensive societies, learn to face their conditions, change, and gener- ate new knowledge and cultures. The two levels of the process produce and undergo mutual incidences – they compose each other. We can also distinguish school learning – through planned and systematic training – and contextual learning – which is developed in the specificity of the context and accord- ing to the challenges and decisions to be faced (BRAGA, 2020b). We then perceive three main lines of procedural variations in learning. This distinction does not correspond to a clas- sification process – it is about lines of variation – the perception of dimensions does not imply considering them isolated from each other.
RkJQdWJsaXNoZXIy MjEzNzYz